Understanding genetic, neurophysiological, and experiential influences on the development of executive functioning: the need for developmental models
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Flexibility is a cornerstone of adaptive behavior and is made possible by a family of processes referred to collectively as executive functions. Executive functions vary in efficacy from individual to individual and also across developmental time. Infants and young children, for example, have difficulty flexibly adapting their behavior, and often repeat actions that are no longer appropriate. And although older children do not typically make such striking errors, they have more difficulty exercising control than adolescents and adults. Such developmental variability parallels (at least in some respects) inter-individual variability in executive functions. Individuals who suffer damage or dysfunction in regions of the prefrontal cortex, for example, often experience difficulty in flexibly adapting their behavior to changes in context. As well, genetic differences between individuals are strongly associated with differences in executive control. Parallels between developmental and inter-individual variability suggest hypotheses about possible mechanisms underlying the development of executive functions but carry risks when interpreted improperly. Overcoming these pitfalls will require mechanistic characterizations of executive functioning that are more deeply rooted in developmental principles. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it